英语教材话语的立场标记语探究

An Exploration of Stance Markers in EFL Textbooks

该文调查了新旧高中英语教材和大学英语教材指令性话语中的情态动词以及某些句法形式，旨在探究英语教材话语的立场标记语在课程改革前后的特点和变化趋势，从而诠释教材立标语折射出来的现代教育理念和教学功能。结果发现新教材的立场标记语呈现弱化趋势，表现出教材编写者对学生下达教学指令时有更多磋商式、建议式和开放态度，体现了教育者与学习者更为和谐的关系，彰显了新课标提倡以人为本的教育公平理念。

The study aims at exploring stance markers in EFL textbooks’ linguistic discourse before and after English Curriculum Reform in China's Mainland. It investigates modal verbs and imperative sentences in instrumental texts of English textbooks used in senior high school and university so as to reveal modern educational ideas and functions in the textbooks. The findings highlight a weakening trend of stance expressions in new EFL textbooks discourse, which conveys a more negotiable, suggestive, and open-minded attitude in textbook design and thus setting up a more harmonious relationship between textbook designers and users to reflect student-oriented pedagogic idea and education equality evocated by the New Curriculum.